Project Learning

Curriculum Planning, Management and Leadership 3.4.3 Reading across the Curriculum

With the rapid development of IT and social media, students have to acquire the skills of inferring from and producing multimedia texts (e.g. text, images, animations and sounds). The GS curriculum, with daily-life related topics, provides a meaningful learning context for promoting Reading across the Curriculum (RaC), so that students can further explore subject knowledge and apply the reading skills and strategies learnt in language classrooms.

With diversified learning experiences, such as project learning and scientific investigation, students communicate with others, convey their ideas and exhibit creativity with IT skills and literacy skills.

There should be close collaborations between GS teachers, language teachers, teacher-librarian and IT teachers in providing opportunities for constructing knowledge and expressing ideas through the integration and application of knowledge and skills learnt in language classrooms.

Example: Integrative Thematic Learning KS1

GS lays the knowledge foundation while RaC provides enrichment for students to engage in-depth reflection after reading which enhances their critical thinking skills.

Advantages of project learning

1. Students can broaden their horizons in the enquiry process, which enables them to construct or connect knowledge instead of learning passively.

2. Students’ capabilities to self-directed learning can be developed by investigating authentic problems as active learners. Their collaborative skills are also developed.

3. Students investigate everyday life problems.

4. Students’ thinking skills can be strengthened through a systematic and progressive enquiry process.

5. Students can effectively collect and analyse information with IT, and demonstrate learning outcomes.

6. Students learn how to integrate and apply knowledge and skills. They are encouraged to face challenges courageously and be responsible to their learning outcomes.

Subject-based project learning

GS teachers select appropriate themes for extended learning tasks to deepen students’ understanding of those topics. By carrying out project learning with authentic contexts, students integrate and apply their knowledge and skills in enquiry-based activities to solve everyday life problems and learn collaboratively.

Example:

• When learning about family in KS1, students put the photos of their family on the worksheet and share the photos with the class. Students interview their family members and record the information such as hobbies and household duties. As an extended learning activity, students form groups and search for information on their homelands (e.g.

geographical locations, scenic spots and customs). Their findings can be collected as a class-based project, namely “My Clan and hometown”.

It helps students cultivate a sense of belonging to their “families” and strengthen their collaborative skills.

Curriculum Planning, Management and Leadership

• When learning the theme ‘Environmental Conservation’ in KS2, students choose to work on different sub-themes according to their interest (e.g.

Environmental protection in Shatin – my responsibilities). Teachers show students the environment of Shatin by using multimedia resources so that students have an overview of the community. Students are then guided to formulate their enquiry topics. They have deeper understanding on environmental conservation through the process of extracting and organising information.

Each group is responsible for a topic on a particular type of environmental pollution, for example, water, land, air or noise pollutions. Students have to compile a report on the situations, causes and impact of the environmental pollutions.

Students are engaged in data collection, performing tests and conducting surveys and combining the findings of various groups. Hence, students understand the importance of environmental conservation and take action to protect the environment.

Example: Living in Shamshuipo KS1 & KS2

Cross-circular project learning

Curriculum leaders and GS panel chairpersons work collaboratively in devising project learning themes and adapt the learning content in order to promote project learning with a whole-school approach.

• To promote STEM education, schools can further encourage the collaboration among subjects and committees so that teachers with different expertise can contribute to the design of project learning. By solving authentic problems actively, students can apply the knowledge and skills of different KLAs in an integrative manner.

The school conducts project learning on “Understanding our community”

in both Key Stages 1 and 2 to help students explore the development of Shamshuipo with authentic learning experiences.

Students of junior classes learn the history of Shamshuipo by visiting museums. Primary 2 students visit ‘Lei Cheng Uk Han Tomb’ and learn about the culture of the Han dynasty while Primary 3 students visit ‘Mei Ho House’ and learn about the history of housing estates in Hong Kong.

‘The Arts in Shamshuipo’ is the learning theme for students in KS2. To develop students’ interest in visual arts, they visit the Jockey Club Creative Arts Centre, interview artists and attend inter-school art exhibitions. GS and Visual Arts teachers collaborate to organise drawing lessons at Laichikok Park so that students can appreciate the beauty of Chinese gardens.

Under the supervision of teachers, students of senior classes visit the Golden Shopping Centre and Apliu Street. Students can interview shopkeepers, take photos and collect information. Students analyse the data and present their findings in sharing sessions.

Remarks: Pay attention to safety. Consents from the shopkeepers should also be sought beforehand.

Curriculum Planning, Management and Leadership

• Schools have made effort to develop the creativity, critical thinking and communication skills of students. Many schools are experienced in promoting cross-curricular project learning.

Building on their strengths, schools can review the project learning framework and pay attention to the major emphases of the curriculum renewal. Plans on progressive development of students’ generic skills in different key stages can thus be devised and the goals of self-directed learning can be achieved.

• Integrating the learning elements of GS with other KLAs or subjects (e.g. CLE, ELE, AE or PE) helps enrich students’

learning experiences. Schools could adopt flexible curriculum design of each year level according to the learning needs of students.

Example 1 Cross-curricular project learning

The school devises their school-based curriculum of cross-curricular project learning using a whole-school approach in KS2. Two to three school days are reserved for cross-curricular project learning. To support the project learning, a GS learning theme serves as the backbone to connect the learning content of other subjects. Students’ learning space is extended through attending workshops, collecting information, group discussions and presentations. It enhances their motivation and interest to learn. Students construct knowledge and develop critical thinking and creativity.

English Language:

Chinese Language: Computer:

Visual Art:

Visiting Hong Kong

Narrations,

Bibliography Searching information

on the Internet

Sketching, Photography General Studies:

History of Hong Kong

Mathematics:

Direction, Statistics

Library:

Bibliography, Project report, Information

collection skills

Renowned figures in Hong Kong

Example 2 School-based project learning and its framework

Example 3 KS1

Theme: Touring around Hong Kong

Different forms of learning activities, such as visits, talks and field trips, can arouse students’ interest in the project. Teachers encourage students to participate in discussion actively and guide them to gather information from multiple sources. Thus, students’ ability in processing information can be developed. Students are able to consolidate and reflect on their learning after processing and analysing the data. Finally, students may choose the modes for presentation of learning outcomes (e.g. written reports, oral presentations, displays, models and e-platforms).

The school devises plans of project learning with clear learning objectives in each key stage. Teachers collaboratively decide a theme for cross-curricular project learning. The school has established a school-based project learning framework starting from KS1 to develop students’ generic skills and self- directed learning capabilities progressively.

GS: Students visit the website of the Hong Kong Tourism Board and classify different tourist attractions into historical sites, thematic parks and shopping malls etc. Teacher can facilitate a discussion on the economic benefits of tourism on Hong Kong in class. Afterwards, students can also plan a 2-to-3-day tour programme.

Language subjects: Students read relevant information and journals that enhance their reading and writing skills. Through interviewing the tourists in English or Putonghua at the tourist spots, their communication skills and presentation skills could be strengthened.

Mathematics: When planning trips on transport, students have to consider the distance between different scenery spots and the transportation. They apply mathematical skills in planning to make the trips feasible.

IT: Students use IT tools to locate the scenery spots on maps. Students may design related computer games with guidance from Computer teachers.

Students can present their plans to their peers through different means, such as blogs, brochures or PowerPoint presentations.

Curriculum Planning, Management and Leadership

Example 4 KS2

Theme: “Stay Healthy and Keep away from Drugs”